DOCSLIB.ORG

01 Front.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
01 Front.Pdf Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. Selective Mechanisms for General Science Education A History of the Development of General Science Education in New Zealand, 1900-1943. A thesis presented in partial fulfilment of the requirements for the degree of Masters of Arts in History at Massey University. Lynette. L. Nikoloff 2000 To My Mother A remarkable woman. Selective Mechanisms for general Science Education, page no. ii Acknowledgements I would like to sincerely thank Dr. Peter Lineham and James Battye, School of History, Philosophy and Politics, for their outstanding support, guidance, supervision and encouragement during the past year. I would like to acknowledge the support from the Secondary School Teachers Study Award Scheme, the Board of Trustees and the Principal ofFreyberg High School. I would like to acknowledge the kind support from Dr. Logan Moss, Waikato University, who provided valuable information about the Thomas Committee. A very sincere thank you to all my friends with whom I have shared my developing ideas and criticisms of education in New Zealand, your support and encouragement was very much appreciated. I would like to offer a special thank you to Michael Herring, friend and colleague, whose support was invaluable as he kindly solved the many technological problems I experienced during the writing of this thesis. Finally to my family, who have shared the highs and lows ofmy research, I am truly indebted to you for your wonderful support and encouragement. I would like to especially thank my children, Stephanie and Antony, and my mother, Leila. Selective Mechanisms for general Science Education, page no. iii Contents 1 The Thomas Report 1 1.1 Introduction 1 1.2 Thomas of Timaru 2 1.3 Abolition of the Proficiency Examination 6 1.4 The Thomas Committee 11 1.5 Reaction to the Thomas Report 15 2 Looking Abroad for Guidance 18 2.1 Education for the Worker 18 2.2 The Growth of Technical Education 24 2.3 New Educational Fellowship 28 2.4 Examination Reform 32 2.5 The NEF Conference in New Zealand 34 2.6 To the Fullest Extent of His Powers 38 3 Accrediting of the University Entrance Examination 41 3.1 Entry to the University 41 3.2 Entry to the Public Service 43 3.3 UEE under Scrutiny 45 3.4 The School Certificate Examination 49 3.5 UEE becomes Accredited 53 3.6 Towards Equality of Opportunity 54 4 General Science: Education for the Masses 59 4.1 Science in Education 59 4.2 Science as Manual and Technical Training 62 4.3 The General Things of Science 65 4.4 The Science Masters Association (UK) 69 4.5 General Science for the Non-academic Student 71 4.6 The Royal Society 74 4.7 The School Certificate Regulations 76 5 Biology as Social Objective 80 5.1 The Cell Theory 80 5.2 Evolution 82 5.3 Professor John Henslow 84 5.4 T.H.Huxley 85 5.5 Demand for Practical Science 89 5.6 Biology as Useful Knowledge 90 5.7 Biology for Citizenship 91 5.8 Biology as part of General Science 93 5.9 Compulsory Biology 97 Selective Mechanisms for general Science Education, page no. iv 6. Science is Science 99 6.1 Teachers of General Science 99 6.2 Examinations Dominate Again 100 6.3 Making Sense of the World 102 6.4 Why Teach Science? 103 6.5 Conclusion 108 Bibliography 110 List of Tables 1.1 The Proportion of 12 to 18 year olds (excluding Maoris) attending Post- Primary Education in New Zealand in 1920 and 1939. 7 1.2 Percentage of Students enrolled in Post- Primary Education in 1920 and 1939. 8 4.1 The Primary and Post-Primary School Populations 1926-1940. 72 5.1 Percentage of High School Students studying Science in 1931 and 1941. 94 Selective Mechanisms for general Science Education, page no. v Chapter 1 - The Thomas Report Chapter 1 -The Thomas Report This chapter will outline events that led to the setting up of the Consultative Committee on Post-Primary Education in 1942, whose findings are referred to as the Thomas Report. 1.1 Introduction Free education has been the right of every New Zealand citizen since 1877 when free secular education was established in all state primary schools. 1 All children had to be given free education between the ages of five and fifteen, termed 'school age'.2 Compulsory schooling was required for all children between the ages of 7 and 13 years, this was increased to 14 from 1901. Eligible children had to attend primary school for six sessions per week (choosing either a morning or afternoon session). 3 Teachers were required to deliver a prescribed curriculum consisting of: reading, writing, arithmetic, English Grammar and composition, geography, history, elementary science and drawing, object lessons, vocal music and for girls there was the additional subjects of: sewing, needlework and domestic economy.4 The curriculum was designed to prepare candidates for the proficiency examination, which was the entry examination into post-primary school. Students sat the proficiency examination at the end of standard VI or form 2. Failure in this examination meant students had to stay at primary school until reaching the official leaving age and most primary schools had a standard VIL Within the context of this study, the various types of post-primary schools have very precise definitions which must not be confused with the contemporary use of the term 'secondary school' which denotes universal post-primary education. 'Secondary 1 Ian Cumming and Alan Cumming, History ofState Education in New Zealand 1840-1975, Wellington: Pitman, 1978, p.103. 2 ibid., p. 102. 3 ibid., p.143. 4 ibid., p. 102. Object Lessons were common in the nineteenth century and were first employed by the Mayos, a Protestant clergy man and his sister. The lessons involved the children looking at some object e.g. The refining of silver ore. The teacher would lead the class through a series of statements about the object such as: the ore is melted and the silver skimmed and the teacher asks the children: 'Now what is it that separates the impure substances for the silver?' to which the children respond in unison: 'The heat of the fire.' Many of these lessons ended up relating to religious education. David Layton, Science for the People: The Origins ofthe School Science Curriculum in England, New York: Science History Publications, 1973, pp. 23-6. Selective Mechanisms for General Science Education, page no.1 Chapter I - The Thomas Report School' describes a single sex academic school primarily delivering a curriculum prescribed by external examiners, such as the University Senate. Some secondary schools developed alternative programmes for less academic students but the main focus of the school was on preparing students for external examinations. 'Technical High School' describes a co-educational fully funded state school which had to provide technical and manual instruction, and it is interesting to note that teachers were paid less in this type of school. 'Combined High School' describes a secondary school which offered a variety of academic and practical courses and was usually co­ educational. 'District High School' describes a co-educational school which was an extension of a primary school, offering a practical curriculum based on the agricultural sciences. Therefore, the term 'post- primary school' encompasses a variety of schools, all of which catered for students beyond primary level and up to the age of 18 years. 1.2 Thomas of Timaru The tum of the new century had seen demands made for the provision of free State post-primary education and the government provided funding for 'free places' provided certain conditions were met, namely the provision of technical and manual subjects. This led to an increase in the development of State Secondary, Technical and District High Schools. In 1913, William Thomas was appointed Rector ofTimaru Boys' High School, a new State Secondary School. At the school's official opening Thomas announced that the school would provide a professional programme for those boys intending to proceed to University and a commercial and agricultural course for boys intending to stay only two years but wishing to pursue careers in the civil service or farming. 5 In New Zealand, State Secondary Schools, like Timaru Boys' High School, had been established to provide free single sex secondary education to all students who met entry requirements. For the 'professional' boys and girls, the curriculum was prescribed by external examinations such as the Public Service and University Entrance examinations. Thomas was concerned that external examinations 5 George Guy, Thomas of Timaru, The Life and Work ofa Great Headmaster, Christchurch: Pegasus Press, 1974, p.38. Selective Mechanisms for General Science Education, page no.2 Chapter 1 - The Thomas Report constrained the school curriculum which he wanted to broaden with subjects such as: woodwork, art, elocution and music. 6 He commented that: Those who are interested in educational topics must know that England seems to be contemplating revolutionary changes in her system of education .... Our present system is certainly full of defects ..... But I am certain that we are too much cribbed and confined by the examination syllabus and that too much stress is placed on the written examination. We must more and more emphasize the fact that education aims at developing the emotional and spiritual side of a boy's life, and that the fruit of a wise education is seen in his inquiring attitude to life, his breadth of view, as well as in his store of knowledge.
Load more

Recommended publications
  • Bromley Cemetery Guide
    Bromley Cemetery Tour Compiled by Richard L. N. Greenaway June 2007 Block 1A Row C No. 33 Hurd Born at Hinton, England, Frank James Hurd emigrated with his parents. He worked as a contractor and, in 1896, in Wellington, married Lizzie Coker. The bride, 70, claimed to be 51 while the groom, 40, gave his age as 47. Lizzie had emigrated on the Regina in 1859 with her cousin, James Gapes (later Mayor of Christchurch) and his family and had already been twice-wed. Indeed, the property she had inherited from her first husband, George Allen, had enabled her second spouse, John Etherden Coker, to build the Manchester Street hotel which bears his name. Lizzie and Frank were able to make trips to England and to Canada where there dwelt Lizzie’s brother, once a member of the Horse Guards. Lizzie died in 1910 and, two years later, Hurd married again. He and his wife lived at 630 Barbadoes Street. Hurd was a big man who, in old age he had a white moustache, cap and walking stick. He died, at 85, on 1 April 1942. Provisions of Lizzie’s will meant that a sum of money now came to the descendants of James Gapes. They were now so numerous that the women of the tribe could spend their inheritance on a new hat and have nothing left over. Block 2 Row B No. 406 Brodrick Thomas Noel Brodrick – known as Noel - was born in London on 25 December 1855. In 1860 the Brodricks emigrated on the Nimrod. As assistant to Canterbury’s chief surveyor, J.
    [Show full text]
  • The Politics of Post-War Consumer Culture
    New Zealand Journal of History, 40, 2 (2006) The Politics of Post-War Consumer Culture THE 1940s ARE INTERESTING YEARS in the story of New Zealand’s consumer culture. The realities of working and spending, and the promulgation of ideals and moralities around consumer behaviour, were closely related to the political process. Labour had come to power in 1935 promising to alleviate the hardship of the depression years and improve the standard of living of all New Zealanders. World War II intervened, replacing the image of increasing prosperity with one of sacrifice. In the shadow of the war the economy grew strongly, but there remained a legacy of shortages at a time when many sought material advancement. Historical writing on consumer culture is burgeoning internationally, and starting to emerge in New Zealand. There is already some local discussion of consumption in the post-war period, particularly with respect to clothing, embodiment and housing.1 This is an important area for study because, as Peter Gibbons points out, the consumption of goods — along with the needs they express and the desires they engender — deeply affects individual lives and social relationships.2 A number of aspects of consumption lend themselves to historical analysis, including the economic, the symbolic, the moral and the political. By exploring the political aspects of consumption and their relationships to these other strands, we can see how intense contestation over the symbolic meaning of consumption and its relationship to production played a pivotal role in defining the differences between the Labour government and the National opposition in the 1940s.
    [Show full text]
  • No 41, 13 June 1946
    jqumb. 41 805 THE NEW ZEALAND GAZETTE WELLINGTON, THURSDAY, JUNE 13, 1946 Additional Land taken for a Technical School in Block II, Ngaere Declaring Land taken for a Government Work, and not required for Survey District ' that Purpose, to be Crown Land [L.S.] MICHAEL MYERS, [L.S.] MICHAEL MYERS, Administrator of the Government Administrator of the Government A PROCLAMATION A PRQCLAMATION URSUANT to the Public Work Act, 1928, I, Sir Michael Myers, URSUANT to the Public Works Act, 1928, I, Sir Michael Myers, P the Administrator of the Government of the Dominion of P the Administrator of the Government of the Dominion of New Zealand, do hereby proclaim and declare that the additional New Zealand, do herebv declare the land described in the Schedule land described in the Schedule hereto is hereby taken for a technical hereto to be Crown land subject to the Lrmd Act, 1924. school; and I do also declare that this Proclamation shall take effect on and after the seventeenth day of June, one thousand nine hundred and forty-six. SCHEDULE ApPROXIMATE area of the piece of land declared to be Crown land: SCHEDULE 1 acre. ApPROXIMATE area of the piece of additional land taken: 5 acres Being Lot 2, D.P. 681 (Town of Harihari), being part Section 162. 3 roods 37 perches. Situated in Block V, Poerna Survey District (Westland R.D.). Being Subdivisions 12 and 13 of Section 84, Block II, N gaere (S.O. 4371.) Survey District, as shown on Deposited Plan No. 1874, and being the whole of the land comprised and described in Certifi­ In the vVestland Land District; as the same is more par­ cate of Title, Volume 50, folio 85 (Taranaki Land Registry).
    [Show full text]
  • A Diachronic Study of Unparliamentary Language in the New Zealand Parliament, 1890-1950
    WITHDRAW AND APOLOGISE: A DIACHRONIC STUDY OF UNPARLIAMENTARY LANGUAGE IN THE NEW ZEALAND PARLIAMENT, 1890-1950 BY RUTH GRAHAM A thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics Victoria University of Wellington 2016 ii “Parliament, after all, is not a Sunday school; it is a talking-shop; a place of debate”. (Barnard, 1943) iii Abstract This study presents a diachronic analysis of the language ruled to be unparliamentary in the New Zealand Parliament from 1890 to 1950. While unparliamentary language is sometimes referred to as ‘parliamentary insults’ (Ilie, 2001), this study has a wider definition: the language used in a legislative chamber is unparliamentary when it is ruled or signalled by the Speaker as out of order or likely to cause disorder. The user is required to articulate a statement of withdrawal and apology or risk further censure. The analysis uses the Communities of Practice theoretical framework, developed by Wenger (1998) and enhanced with linguistic impoliteness, as defined by Mills (2005) in order to contextualise the use of unparliamentary language within a highly regulated institutional setting. The study identifies and categorises the lexis of unparliamentary language, including a focus on examples that use New Zealand English or te reo Māori. Approximately 2600 examples of unparliamentary language, along with bibliographic, lexical, descriptive and contextual information, were entered into a custom designed relational database. The examples were categorised into three: ‘core concepts’, ‘personal reflections’ and the ‘political environment’, with a number of sub-categories. This revealed a previously unknown category of ‘situation dependent’ unparliamentary language and a creative use of ‘animal reflections’.
    [Show full text]
  • Life Stories of Robert Semple
    Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. From Coal Pit to Leather Pit: Life Stories of Robert Semple A thesis presented in partial fulfilment of the requirements for the degree of a PhD in History at Massey University Carina Hickey 2010 ii Abstract In the Dictionary of New Zealand Biography Len Richardson described Robert Semple as one of the most colourful leaders of the New Zealand labour movement in the first half of the twentieth century. Semple was a national figure in his time and, although historians had outlined some aspects of his public career, there has been no full-length biography written on him. In New Zealand history his characterisation is dominated by two public personas. Firstly, he is remembered as the radical organiser for the New Zealand Federation of Labour (colloquially known as the Red Feds), during 1910-1913. Semple’s second image is as the flamboyant Minister of Public Works in the first New Zealand Labour government from 1935-49. This thesis is not organised in a chronological structure as may be expected of a biography but is centred on a series of themes which have appeared most prominently and which reflect the patterns most prevalent in Semple’s life. The themes were based on activities which were of perceived value to Semple. Thus, the thematic selection was a complex interaction between an author’s role shaping and forming Semple’s life and perceived real patterns visible in the sources.
    [Show full text]
  • The Impact of John A. Lee's Expulsion Upon the Labour Party
    The Impact of John A. Lee's Expulsion upon the Labour Party IN MARCH 1940 the Labour Party expelled John A. Lee. Lee's dynamism and flair, the length and drama of the battle, not to mention Lee's skill as a publicist, have focussed considerable attention upon his expulsion. Almost all historians of New Zealand have mentioned it, and most have portrayed it as a defeat for extremism, radicalism, dissent or a policy of industrialization.1 According to one political scientist, although Labour did not quite blow out its metaphorical brains in expelling Lee, his expulsion heralded the victory of the administrators and consolidators.2 While few of those who have attributed a significance to Lee's expulsion have hazarded a guess at its effect .upon the Labour Party's membership or the party itself, Bruce Brown, who gave the better part of two chapters to the disputes associated with Lee's name, pointed out that 'hundreds of the most enthusiastic branch members' followed Lee 'out of the main stream of political life.'3 Brown recognized that such an exodus undoubtedly weakened the Labour Party although, largely because he ended his history in 1940, he made no attempt to estimate the exact numbers involved or the significance of their departure. This essay is designed to suggested tentative answers to both questions. Immediately after his expulsion Lee believed that radicals, socialists and even five or six members of parliament would join him. The first 1 For instance, W.H. Oliver, The Story of New Zealand, London, 1960, pp.198-99; W.B.
    [Show full text]
  • The Use of Land Value Taxation in New Zealand (1891 – 1991)
    THE USE OF LAND VALUE TAXATION IN NEW ZEALAND (1891 – 1991) By Dylan Hobbs A thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy School of Accounting and Commercial Law, Victoria University of Wellington 2019 Contents List of Tables ................................................................................................................................. v Abstract ........................................................................................................................................ vii List of Acronyms .......................................................................................................................... ix Acknowledgments ......................................................................................................................... xi Chapter 1: Introduction ................................................................................................................. 1 1.1 Research Design .................................................................................................................. 3 1.2 Research Questions ............................................................................................................. 3 1.3 Research Justification.......................................................................................................... 5 1.4 Thesis Structure ..................................................................................................................
    [Show full text]
  • Ballpoint Pen Marginalia, 1930S Police Files and Security Intelligence Practices
    SECURITY AND SURVEILLANCE HISTORY SERIES Working Documents: Ballpoint Pen Marginalia, 1930s Police Files and Security Intelligence Practices On 12 July 1933, John Hayes, an Auckland detective, attended a meeting at the Auckland Town Hall protesting unemployment policy. The next day he typed a report about that meeting and signed his name. Seventy-eight years later that report was released to Archives New Zealand. In that time, 17 additional marks were made on the report: other people signed it, names were ticked, the page was numbered and file markers were added (figure 1).1 Hayes’ report was a working document for decades, the many notations demonstrating how much the document had been used. Careful study of these notations over the life of such documents can shed light on political surveillance practice and policy. Figure 1 Report by Detective John Hayes with 17 subsequent marks. Miscellaneous Organisations: Unemployed Workers’ Movement [Archives reference: ADMO 21007 W5985 5/ 26/8/90 6/2] Archives New Zealand, The Department of Internal Affairs Te Tari Taiwhenua. Security and Surveillance History Series, 2017/1 1 This article focuses on the ballpoint pen marginalia created by the New Zealand Security Service (NZSS), later renamed the New Zealand Security Intelligence Service (NZSIS), on former New Zealand Police Force files.2 In the 1930s, when Hayes typed his report, political surveillance and counter-subversion was the responsibility of the police. In 1956, when the NZSS was formed, his report was transferred to the new agency. The use of both nib pens and pencils, and the newer technology of ballpoint pens, on pre-existing files provides evidence of how documents created in one era were re-employed in another.
    [Show full text]
  • Justice Ministers, the Justice Ministry, and Penal Reform: the First 100 Years
    Documents/ministers … etc Justice Ministers, the Justice Ministry, and Penal Reform: The First 100 Years 1 Hour Seminar to the ‘Justice Horizons’ Series Ministry of Justice, 27 July 2007 Origins of the Justice Ministry Jails and lockups have existed in NZ since the 1st days of colonisation, but they had no legal authority until the 1st Legislative Council was formed in 1841. After that, prisons were run by Sheriffs who reported to the Governor, while the administration of justice belonged to the Colonial Secretary. Until 1853 serious criminals were transported to Tasmania but this ceased in 1853 and from then on, full responsibility for prisons passed to the Provinces that had been established under the Constitution Act 1852. In 1858 a Justice division was created within the office of the Attorney General and a dedicated Minister of Justice was appointed in 1872. However it wasn’t until the abolition of the Provinces in 1876 that full Ministerial control over prisons became possible. 1 But there was no mechanism for central management so in practice the running of prisons remained with local authorities or jailers. As a result, there was little uniformity in the way prisons were managed. Administrative confusion and a lack of clarity about who was supposed to be running the prisons created chaos, with an inevitable series of scandals and a crescendo of calls from newspapers, visiting justices, grand juries, judges, and various government inquiries, for the Justice Department to do its job. Finally, after much delay, the Parliament acted and in 1880 Capt. Arthur Hume, an English prison governor, was appointed to manage NZ’s prisons.
    [Show full text]
  • PASSING BELLS: Wars, Non-Violence & Common Morality
    PASSING BELLS: wars, non-violence & common morality P PASSING J. Foote W. 89 year old author and retired school A S teacher Will Foote has been an active S I member of the peace movement since he N G attended Teachers' College and University in Christchurch (1937-1939). He was one of a small group who then expressed their PPASSINGASSING opposition to war in the streets of that city. His beliefs resulted in his spending four war-time years in North Island detention camps. After re-admission to the teaching service in 1948 he spent the next 30 years BBELLSELLS in a variety of teaching positions, mainly in rural areas, and including three years as Principal of Tonga High School in wwars,ars, nnon-violenceon-violence & ccommonommon mmoralityorality Nuku'alofa. He was an active member of both primary and secondary teachers' organisations promoting the idea of a combined teachers' union and a better deal for rural education at the secondary level. In retirement in Nelson he was Secretary of the Nelson Peace Group for 16 years and he represented the Nelson-Marlborough area on the Executive Working Group of the national peace movement co-ordinating organisation, Peace Movement Aotearoa, for eight years. Will has written several books on peace topics. In this book he looks at the appalling human cost of wars, particularly those in which our country has been engaged, and considers the real and given reasons for those wars. He shows that there have always been non-violent alternatives to war and looks forward to the day when non-violent people power will be used to eliminate poverty, the arms race and war.
    [Show full text]
  • An Investigation Into the Literary Significance of John A. Lee's Novels
    Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. THE NOVELIST'S PAIR OF TONGS: -------------------------------------- an investigation into the literary significance of John A . Lee' 1 novels. A thesis presented in partial fulfilment of the requirements for the degree of M.A. in English Literature at Massey University. J . S. Nicholson 1970 It i s the artist nlonc in •:those hnn,:s 'l'rut:1. lJeromes i,nprcssive am1 c.. livinc -"Jrinciple of (;l.ction ••• (J.S. ~111, l stter to Carlyle.) -~ \ _ , ••• , , ,.,, • •• / ·1 ·· ,, I , I,,. ,,...J -4 •r r, I thr /1 11,, ,,·, , ,,. c , · ,,) .,,4 • .'t1" l , ;, 1 I I .1,,: ·'•J ~6. I ,11, , ,r l'.11 -, ~,ii , ,. ,f' .: ( ' ., ,, ,, . -Alf'.11111,J,•r / 11r11 l 1111l Ltln-,1r 11 DA 1·s ()F C LOR Y: John A . T.n , h11irrd by 1/;~ member, of hi, co111111 i 11 u and h is \llf'/'•irte, 1 fl /tcr "111, ,. 11f! the (iuy L nin seut fur Labour 1, 1/h a /111;:e 11/IJ/tJrtty in I !115. ERRATA Page iv. item 1931 add "adopted three children, aged two, three and seven." Page v. item 1943-53 delete "adopted three children, aged t wo, three and seven." Page v. et ~assim. for The N.z. Encyclopaedia read An Encyclopaedia of New Zealand. Page 10, line 12. for "he wrote" rea d "this latter wrote".
    [Show full text]
  • Research 2002-2003, P 224-233NZJH 37 2 14.Pdf
    224New Zealand Journal of History, 37, 2 (2003) Research THESES COMPLETED 2002–2003 The University of Auckland MLitt Sherwood, V. Hare Winiata and the Epsom Murder, 1876. Narrative and Speculation MA Barnes, W. A Cultural History of the Black Death in England and Italy Hyde, C. The Benefit of War? An Investigation into the New Zealand Nurses Who Served Abroad, 1939–1945 Johnson, M. ‘Land of the Wrong White Crowd’: Pakeha Anti-Racist Organisations and Identity Politics in Auckland, 1964–1981 Laurenson, H. ‘Going Up, Going Down!’: The Rise and Fall of Auckland Department Stores, 1920–1960 Mather, F. Negotiating With Neutrality: Britain’s Relations with Spain, Portugal, Sweden and Switzerland, 1943–1945 McNamara, H. The Sole Organ of the Irish Race in New Zealand? A Social and Cultural History of the New Zealand Tablet and its Readers, 1898– 1923 Moody, N. The Promotion of New Zealand, 1950–1980 Moore, G. ‘Strangers to the Country’: An Oral History of Vietnamese Identity in Auckland Yamauchi, K. Humanizing the Enemy: Exploring the Humanity of Japanese Soldiers in the Solomons Islands During the Pacific War University of Canterbury PhD Ferguson, P. The Making of White New Zealand Policy: Nationalism, Citizenship and the Exclusion of the Chinese, 1880–1920 Lean, J.H. The Secret Lives of Slaves: Berbice, 1819– 1827 Lewis, K. The Mt Cook Group: A Cash Flow Analysis and Business History Reid, M. But By My Spirit: A History of the Charismatic Renewal in Christchurch, 1960–1985 Smithies, J. Imaging New Zealand: Literacy Critique and Cultural Redefinition, 1940–1983 MA Bloy, L.
    [Show full text]